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Mentors' Perceptions of Online-Educated Principal Interns

Description: This qualitative study centered on perceptions of the quality and effectiveness of online-educated principal interns from the viewpoint of principal mentors. Six current principals who have served as mentors to both online and traditionally educated principal interns were asked to name characteristics of successful interns, to discuss to what degree those characteristics have been observed in online-educated principal interns and to share their perceptions of the quality and effectiveness of online-educated interns. The individual interview responses were analyzed and interpreted using thematic analysis. Three overarching themes emerged through data analysis: (1) the importance of certain characteristics in predicting internship success; (2) the impact of program delivery method on principal intern effectiveness; and (3) the influence of perception and bias in hiring decisions. This study may provide a better understanding of the characteristics of successful interns to universities and colleges offering principal preparation programs, which may result in a better understanding of the elements of successful interns and productive internship experiences.
Date: May 2016
Creator: Coomer, Traci
Partner: UNT Libraries

Interim Evaluation of the UNT/Dallas Public Schools Leadership Development Program: A Working Model

Description: The purpose of this study was to determine if, after one year of operation, the UNT/Dallas Public Schools Leadership Development Program was progressing in accordance with the goals set out for the program. Questionnaires administered to 26 interns and 10 mentor principals and follow-up focus group interview sessions provided answers to the study's five research questions that explored the following: selection process; how interns' involvement in campus-based decision-making had changed; how mentor principals' perceptions toward interns had changed; and how administrative interns' perceptions of themselves and educational administration had changed. Findings from this study revealed the selection process provided the Dallas Public Schools an opportunity to select teacher-leaders from the district and to include a representative number of minority and women candidates for participation in the program. An area of weakness was seven interns with low GRE scores were admitted through an appeals process at the university. Another weakness revealed the majority of interns had been assigned more duties and responsibilities at the schools, but only 4 of 26 interns were being allowed to participate in any campus-based decision-making processes that could have an impact on school improvements. The study found the role of the mentor principal to be the most important factor in determining the satisfaction and success of the interns in the program. The embedded internship proved to be a disadvantage for the interns and principals, as the majority reported not having enough time to spend on administrative activities. Interns reported growth in personal and professional maturity and gained knowledge about the world of educational leadership. All 26 interns expressed the desire to become administrators in Dallas Public Schools upon completion of the program. Further research should include comparison studies between graduates of restructured programs and graduates of traditional programs to determine if there is a difference in ...
Date: May 2004
Creator: Newman, Carol A.
Partner: UNT Libraries

Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers

Description: The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
Date: May 1996
Creator: Whittemore, Jon Frederick
Partner: UNT Libraries

The Refinement of a Policy-Capturing Model Used in the Selection of Administrative Interns

Description: The problem of this study is to refine the "policy-capturing" model used in the selection process of interns for the Administrative Leadership Training Program in a large metropolitan school district. The subjects for this study consisted of 416 candidates over a three-year period. The statistical procedure of multiple linear regression analysis was used to test the hypothesis that it would be possible to model the decision-making process so that the predictive value would be 90 per cent or higher. During the refinement process, the unique contribution of variance accounted for by each predictor variable was examined,and interactions between certain variables were tested. Two refined models were formulatedand the predictive value of each was calculated. The predictive values of all the models were less than 90 per cent; therefore, the hypothesis was rejected.
Date: December 1972
Creator: Stanley, Billie Joe
Partner: UNT Libraries